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Prepare Your Students for the GED Test Extended Response
This document outlines an agenda for preparing students for the GED extended response section. It discusses the anatomy and scoring rubric of the extended response, then demonstrates how to analyze sample student responses using the rubric. Teachers are guided through scoring responses on reasoning through language arts and social studies prompts to understand what makes a high quality response. Finally, techniques for teaching students to support arguments with evidence from the text are presented.
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Prepare Your Students for the GED Test Extended Response
- 1. Prepare Students forthe GED® Test Extended Response Meagen Farrell The Literacy Cooperative March 20, 2015
- 2. Meagen Farrell Teacher Trainer InstructionalDesigner @farrellink Facebook.com/farrell.ink Farrellink.com
- 5. Agenda 1. Anatomy ofthe GED® Test Extended Response (ER). 2. Dissecting the Rubric: Three Traits. 10 MIN BREAK 3. He Writes, He Scores! Reasoning through Language Arts (RLA) 4. She Writes, She Scores! Social Studies 5. Teaching How to Support an Argument with Specific Evidence.
- 6. Rules for theRoad • Stay with the group! Don’t get distracted by your mobile device or side conversations. • Questions? Yes, please! Just raise your hand.
- 7. Anatomy of the GED®Test Extended Response (ER) Photo Source: Flickr User Hey Paul Studios
- 8.
- 9. Depth of Knowledge Measures cognitive complexityof a task. Which level measured by Extended Response? 1 • Verbatim Recall • Paraphrasing 2 • Main point, patterns • Identify relationships 3 • Inference & synthesis • Prediction, elaboration 4 • Generating hypotheses • Complex analysis
- 10. Writing Constructed Responses Reasoning through LanguageArts Science Social Studies Mathematical Reasoning
- 11. RLA ER ItemSampler Source: GED Testing Service
- 12. Content from Where? Reasoning through LanguageArts Science Social Studies Mathematical Reasoning
- 13. Content from Where? Reasoning through LanguageArts Science Social Studies Mathematical Reasoning
- 14. What technology skillsneeded? Source: GED Testing Service
- 15. TECHNOLOGY SKILLS Test-takers must: •Use a mouse to click & scroll. • Navigate between tabs to read pages. • Draft and type an organized response to the task within 45 minutes. • Use basic word processing tools: • Cut • Copy • Paste • Undo • Redo
- 16. 3 Erasable 8.5”x14”Noteboards Photo Source: GED Testing Service Similar products for prep: • Dry erase sheets. • Fine point erasable markers.
- 17. What is theTASK? Source: GED Testing Service
- 18. What are testtakers asked to DO? “The article presents arguments from both supporters and critics of Daylight Saving Time who disagree about the practice’s impact on energy consumption and safety. “In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response. “Type your response in the box below. You should expect to spend up to 45 minutes in planning, drafting, and editing your response.”
- 19. Read the ERPROMPT ER Prompts: 550-650 words. • How long did it take YOU to read? • How long do you think it would take your STUDENTS? If you finish early, SILENTLY consider how you would respond to this task.
- 20. Take 5-7 minutesto discuss the ER prompt: • What reading skills do test takers need to “analyze both positions”? • What writing skills do test takers need to “use relevant and specific evidence” in their responses? • What instructional activities can you lead to build these skills?
- 21.
- 22.
- 23. RLA ER ScoringRubric TRAIT POINTS Analyzing Arguments and Citing Evidence 2 Development of Ideas and Structure 2 Clarity and Convention 2 TOTAL 6 x 2 = 12
- 24. SS ER ScoringRubric TRAIT POINTS Analyzing Arguments and Citing Evidence 2 Development of Ideas and Structure 1 Clarity and Convention 1 TOTAL 4 x 2 = 8
- 25. Quick Review How muchtime does a test taker have to “plan, draft and edit” their extended response? What are the FIVE word processing buttons available for test takers? Where does GED Testing Service get the content for the extended response prompt? What are the THREE traits scored on the extended response? On RLA, each trait receives ___ points x2 for a total of ___. On SS, traits 2 & 3 receive ___ point x2 for a final total of ___.
- 26. Twelve Volunteers Needed forPart Two!
- 27.
- 28. WELCOME BACK TO Preparingfor the ER! Part Deux! Scoring and Teaching GED® Reasoning through Language Arts Test Extended Responses
- 29. Reasoning through LanguageArts “He Writes, HE SCORES!”
- 30. RLA ER ScoringRubric TRAIT POINTS Analyzing Arguments and Citing Evidence 2 Development of Ideas and Structure 2 Clarity and Convention 2 TOTAL 6 x 2 = 12
- 31. Trait 1: AnalyzingArguments & Citing Evidence DESCRIPTION SCORE Generates a text-based argument, analyzing the validity of claims in the text, referencing specific evidence 2 Generates an argument with some evidence, simple or partial analysis 1 Lack analysis (only summary), cites minimal evidence, copies 0
- 32. It’s Time toPlay… INTRODUCING our JUDGES!
- 33. Let’s Welcome OurContestants!
- 34. Test-Taker Anchor Response2 What do the JUDGES say?
- 35. Test-Taker Anchor Response2 Score & Annotations from the GED® Testing Service Subject Matter Expert!
- 36. Test-Taker Anchor Response4 What do the JUDGES say?
- 37. Test-Taker Anchor Response4 Score & Annotations from the GED® Testing Service Subject Matter Expert!
- 38. Test-Taker Anchor Response7 What do the JUDGES say?
- 39. Test-Taker Anchor Response7 Score & Annotations from the GED® Testing Service Subject Matter Expert!
- 40.
- 41. Now it’s YOURturn!
- 42. Trait 2: Developmentof Ideas and Organizational Structure DESCRIPTION SCORE Well developed ideas, clear connections with transitions, formal style, precise words 2 Some ideas elaborated, vague terms and structure, disjointed details 1 Little elaboration on main idea, informal style 0
- 43. Find a Partner •Re-read Anchor Response 7. • Take a few minutes silently to score the passage ONLY on TRAIT 2: Development of Ideas and Organizational Structure. • Once both partners have finished scoring, compare your scores and cite specific evidence to support your choice.
- 44. What Score DidYou Give? WHY?
- 45. Trait 3: Clarity& Command of Standard English Conventions DESCRIPTION SCORE Varied and correct sentence structure, errors do not distract from comprehension 2 Inconsistent use of sentence structure, repetitive, awkward 1 Consistent flaws that interfere with comprehension 0
- 46. Find a Partner •Re-read Anchor Response 4. • Take a few minutes silently to score the passage ONLY on TRAIT 3: Clarity and Command of Standard English Conventions. • Once both partners have finished scoring, compare your scores and cite specific evidence to support your choice.
- 47. What Score DidYou Give? WHY?
- 48. Social Studies “She Writes, SHESCORES!”
- 49. Read the SSPROMPT If you finish early, SILENTLY consider how you would respond to this task.
- 50. SS ER ScoringRubric TRAIT POINTS Analyzing Arguments and Citing Evidence 2 Development of Ideas and Structure 1 Clarity and Convention 1 TOTAL 4 x 2 = 8
- 51. Trait 1: AnalyzingArguments & Citing Evidence DESCRIPTION SCORE Makes an argument on an enduring social issue connecting the passages, with textual & related historical evidence 2 Makes connections with simple or partial analysis 1 Lack analysis (only summary), cites minimal evidence, copies 0
- 52. It’s Time toPlay… INTRODUCING our JUDGES!
- 53. Let’s Welcome OurContestants!
- 54. Test-Taker Anchor Response1 What do the JUDGES say?
- 55. Test-Taker Anchor Response1 Score & Annotations from the GED® Testing Service Subject Matter Expert!
- 56. Test-Taker Anchor Response6 What do the JUDGES say?
- 57. Test-Taker Anchor Response6 Score & Annotations from the GED® Testing Service Subject Matter Expert!
- 58. Test-Taker Anchor Response9 What do the JUDGES say?
- 59. Test-Taker Anchor Response9 Score & Annotations from the GED® Testing Service Subject Matter Expert!
- 60.
- 61.
- 63. Teaching How toSupport an Argument with Evidence
- 64. Remember Your Ideas? •What reading skills do test takers need to “analyze both positions”? • What writing skills do test takers need to “use relevant and specific evidence” in their responses? • What instructional activities can you lead to build these skills?
- 65. Developing Strong Support SpecificTimely Relevant Accurate Source: Essential Writing & Language Skills, pp. 213-216
- 66. Source: Teaching Adults:2014 GED® Test Resource Book, pp. 66-67 Activity 24: Main Idea Map Main Idea Detail Detail Detail Based on the details, is the argument convincing? Why or why not?
- 67.
- 68. Thank You! PassGED.com/educators Essential Writing& Language Skills Teaching Adults: 2014 GED® Test from NewReadersPress.com GED® is a registered trademark of the American Council on Education and may not be used without permission. The GED® and GED Testing Service® brands are administered by GED Testing Service LLC under license.
Editor's Notes
- #3 Why did New Readers Press ask me to write this book? They want an instructional perspective.
- #11 Why not math? “Great strides have been made in automated scoring over the last decade, [but]…is not fully developed enough to result in reliable scoring in the area of mathematics.” (p. 53)
- #12 “Logistically, the ER item in RLS is in its own separately-timed section of the test at the end of the first half of the RLS module (prior to a 10-minute break).” (p. 53)